ABSTRACT
This chapter presents the principles for analyzing the language used for teaching, learning, and policing English as a Foreign Language (EFL) as discourse. It introduces the critical and text-oriented approaches to discourse analysis that are used to analyze the cultural representation of EFL discourse and its function either in perpetuating hegemonic ideologies, or effecting social change. A critical analysis of EFL discourse requires the application of a systematically integrated analytical model that presupposes an ideologically and socially motivated relationship between form and meaning. The chapter aims to bring together critical discourse analysis and Cultural Discourse Studies in order to analyze EFL pedagogy as a cultural discourse. Analyzing discourse as discursive practice involves understanding discourse as something constructed, disseminated, and consumed in society. The chapter discusses how the language used to teach/learn English in Israel functions as an “ideological state apparatus”, thereby contributing to the reproduction of hegemony.
